How can you create a learning program that works for everyone?

Conducting a needs analysis is a pivotal and foundational stage in the design of an effective learning program. Many learning programs are built solely around their content, overlooking the critical factors of audience diversity, learning styles, and varying knowledge levels. Neglecting to recognize the possibility of multiple audiences or personas consuming the content further compounds this issue. A needs analysis, in essence, serves as a discovery phase, shedding light not only on the "what" of the learning objectives but also on the essential "why" and "who." The answers hold immense significance, as they directly influence the overall success of the learning program and the long-term applicability of the acquired skills.

Creating a universal learning program involves understanding and addressing diverse needs. In my role as a virtual public health preceptor and non-profit founder, I've fostered an inclusive environment, leveraging technologies and tools that engage and motivate. This is enhanced by using a collection of resources aimed at inspiring, educating, and empowering learners, thereby allowing them to contribute to a self-sustaining, ever-evolving "tree of learning". This process is enriched by the use of AI tools and promoting a culture of continuous, peer-driven education, stimulating ongoing growth and adaptability.

Understanding the audience from the Lense of DEIJ (Diversity, Equity Inclusion and Justice) is crucial to account for the 'Learner Variability'. Addressing learner variability in the design using the Universal Design Language (UDL) framework in designing an learning program will also enhance the accessibility, and relatability aspects of the program. The UDL framework helps in applying multiple means of engagement, representation and action & expression. While the ULD is comprehensive, Microsoft's Inclusive Tool Kit focuses directly on sensory disability and considers disabilities from three perspectives, permanent, temporary, and situational and that disability exists on a spectrum, from situational, temporary, or permanent.

Know your topic and your learners, first. I like to create assignments for students and trainees, where they find something we are covering, and apply it to themselves (I'm lucky to teach psychology, mentor, do workplace culture seminars). After all - they know themselves, and they're interested in themselves! I use 4 x 5-page papers, culminating in a 25-page paper. Learners self-reflect, interview a trusted other, consult research, etc., apply the topic to their own lives. They triangulate from multiple sources, learn valuable skills, master a topic, and know themselves and others better as well.

Have a clear process for creation. Your audience will always differ from your assumptions, focus groups, and surveys. These are helpful first steps to gain understanding about your audience but recognizing who shows up may be different. The same holds true when it comes to facilitation methods; these may need to be adjusted in the moment based on how learners respond. Establishing a process for creating learning experiences provides the guidelines and flexibility needed to customize learning experiences for all audiences, knowledge comprehension and skills development content. Strategic processes improve efficiency, consistency and effectiveness.

This method is often called backwards design. Starting with the end in mind when mapping out learning is important. I’ve seen so many educators get excited over a fun activity or new technology—they spend hours pre-teaching the methodology only to have their audience completely miss the purpose of the lesson. Whenever you’re incorporating new technology or methodologies (which you should!), be sure to ask the question “to what end?” The technology is never an end, only ever a means to an end.

I'll add, define your outcomes and how you will measure them. The business results should be affected by the learning process, otherwise you're wasting time. Measure and refine, measure and refine.

With my clients in clinical practice I always begin the conversation with a question. I always ask them, “what outcomes are you hoping for following our encounters “? This question usually leads immediately to a strategy session on how we should spend our time together in terms of focus and expectations. This approach to backwards design leverages the “urgency for vision” dynamic. If we can clearly co-imagine our goal, we can become motivated and have elevated mutual expectations.

Learning needs to be a passion. A boring subject or material will not get the result that we really would like to have. For this, the first and foremost step to be taken would be analysis. Understand the need of the learner and create an interest in them. Once they are eager to go forward, we will have to give them their learning materials tailored specially for them. But as this is not possible every time, we will have to program our data in such a way that all the learners would be curious to know more about it. As such they will get involved in all the learning methods.

Remember that your workers’ needs do not always align with yours. Ask yourself: What friction are your top performers experiencing? Are you meeting their aspirations? Are you helping them untap their true potential?

Creating an environment that is conducive to learning is the first step. it is important to ensure everyone feels safe and vulnerable to share their experiences free of judgement. I usually do this by stating that every question or statement made is a jump start into a much larger discussion that helps support all of us. It is also critical to stop and discuss any questions or statements that arise in which differing opinions/thoughts are present. This helps others see a different perspective then the one they currently have.

The cohorts matriculation model makes sense both economically and pedagogically. Working on standardized curriculum, cohorts can progress at a predictable rate. Accordingly, cohort members can self-level through the process of either dropping back or “progression failure”. Because progresión towards matriculation-graduation in this model is assumed linear, going any direction but forward is unheard of. The students will have all of this explained in detail inside the syllabus. All instructors will be thoroughly trained on the course content and resources as well as the grading rubrics involved.

Cohorts models allow for a flexible delivery style that encompasses many of the modalities listed above. Plus++ it always for content to be cut into smaller pieces & shared overtime. This significantly increases engagement, retention and overall impact to the organization.

After a detailed needs assessment and defining learning outcomes, the ideal delivery method for employee training often becomes clear. This process narrows options by evaluating learners' needs, subject matter, duration, and cohort size. Further considerations include technology, the learning environment, and diversity and inclusion. Blended learning typically stands out, combining in-person and online benefits to accommodate different styles and schedules. It supports interaction and community building and uses various technologies and strategies for accessibility. This adaptability makes blended learning a comprehensive solution, enhancing the learning experience and engagement.

Don’t reinvent the wheel: use the available resources and let them do the work. Automate processes that would normally take you 8 hours and use that time to keep your people motivated.

It's important to include a variety of activities that address the differences in learning styles. A dynamic presentation will help visual learners, group discussion will help social learners, and individual reflection activities will help solitary learners. It can allows for participants to engage in the ways that are meaningful and appropriate for them.

For every learning and development program, I curate expanded learning opportunities that staff can participate in on their own time. It helps extend learning beyond the in-room experience. I always provide items to read, watch, listen to, and complete (for example, an activity sheet). For each of these items I further categorize them into “if you have 2 min”, “if you have 5 min”, “if you have 10 min”, “if you have 15 min or more”. This helps staff manage their time and keep a bevy of links on hand for topics when they have time in the car, on a trip, etc. to engage as they choose.

Build in, where possible, adaptive and personalised learning. This will help to ensure the activities and learning resources meet the needs of a wider audience and help to avoid the ‘sheep dipping’ approach.

I'll design tasks and exercises like scenario-based role-plays, group discussions, brainstorming, and critical analysis. Also, collaborative projects, simulation exercises, and research presentations will foster active, meaningful learning. Feedback, guidance, and one-on-one coaching will be provided throughout the process.

According to my theory learning can be made easier and more fun if the students are practically involved in different ways like games, and real-time trips to the places where their subject matter can be visually seen and experienced. It's interesting to see what they learn and that will be registered in their brain which would help them learn better.

I'll go back to my statement above. The metrics for success should be identified and developed prior to training development. If your doing sales training, sales metrics should go up. If your doing software training, productivity should go up, help desk calls should go down. Business metrics determine training effectivenes.

It’s also important to follow through with the initial skills analysis at this point to ensure the learning is put into practice in the workplace and the new skills are developed. I usually do this through action planning with learners. Encouraging them to talk about their learning when they are back at work and set goals.

High talent retention = better businesses outcomes and a more resilient organization. Businesses invest in people’s salaries, which would cause a monetary loss if the team is not fully performing. Also, if people is happy, the recruitment processes would not be made to replace someone but to expand the company.

This may totally be a semantics issue (I get weird with semantics!) but I struggle with the use of "everyone" in this instance. Excellent learning design can hit the majority, but I have yet to see a learning solution, no matter how amazing, that works for everyone. Partly this may be due to people's feelings about the learning. For example, I've heard employees complain about soft skills training as unnecessary, or culture-building content as pointless. And these were excellent programs! Not everyone was ready for them. I think the reason I was compelled to comment here is because I don't want anyone fretting over the fact that they couldn't reach "everyone" when, in fact, they did amazing work that affected the majority.

For a deeper dive into the design and development of learning experiences using a holistic approach, read The Systematic Design of Instruction by Walter Dick and Lou Carey. The authors address many of the topics raised by the contributors to this article and much more.

I believe that in design a program that works for all learners is to engage them in the planning stage. This will not only make them feel valued and respected, but would also indicate that they truly matter and that we have their best interests at heart. Getting quality feedback and engagement will help you to understand their concerns, contexts, needs, stressors, motivations and learning styles. These variables meaningfully and intentionally considered will validate our planning and reliably secure the desired outcomes. We cannot plan for participants without their input. They are the receivers. As providers we must know what they need. Their contributions in this process must be the crucial ingredient for an authentic result.

At the risk of being contrarian, I'm going to assert that no learning program works for everyone, and attempting to craft such a program is a fool's errand. There was even an fable by Aesop that warned against this. By implementing a greater focus on the learner, multiple modalities, and other best practices, we can make learning programs that work for many people--maybe even most people--but not everyone. Some people like going into depth; some want a quick and dirty overview. Some like small group interactions; others prefer to be anonymous. When we try to address every possible learner need and preference, we end up with a bloated, unfocused experience that fails to satisfy anyone.

While designing learning solutions, we should remember that not everyone learns the same way. As a suggestion, use a variety of interactive and multimedia content to engage learners and make the learning experience more enjoyable. Consider using videos, podcasts, interactive activities, quizzes, and games and leadership boards for the learners with different motivation levels. We should use simple and easy-to-understand language to make the content accessible to all learners, regardless of their background or experience. For those with disabilities or limited internet access, we need to use accessible design principles, such as clear contrast, alt tags, and closed captioning as well.